Speaking lesson (TP5)
Pre Intermediate level
To provide fluency speaking practice in a conversation in the context of 'important firsts'.
To provide practice of simple past tense in the context of 'important firsts'.
To provide practice of language used for linking words in the context of 'important firsts'.
Procedure (37-46 minutes)
T displays several statements on the Jamboard and asks students to tick the ones they can remember in breakout rooms (2 min) your first day at school, college or work the first time you travelled alone or went abroad. the first time you met someone important in your life the first time you drove a car your first English lesson your first pet/car the first time you went shopping or bought something alone another important first T provides Jamboard link: https://jamboard.google.com/d/1ZwwwVaXTkUbsA7jClyuoKIlih1wOy2-eCvnvFvJxeuI/edit?usp=sharing T conducts OCFB. T asks Ss to decide which of the previous statements are shown in the pictures
T asks students to listen to two audios (1 min each), where Helen and Josh talk about the first time they did something. T asks a student to read the instructions: Which pictures illustrate Helen’s and Josh’s stories? ICQs (are we listening for detail or for the main idea? (main idea) Students discuss in Breakout Rooms (2 min). T conducts OCFB.
T displays different phrases that are useful for students to tell their own memory: I'll never forget the first time I… I remember my first/the first time I… I was... years old at the time. I was in… I was with my… I felt very… because… At first… Then… In the end… T asks CCQs: Are we talking about the past or the present? Past Which phrases or words tell you that it is the past? Do these phrases mean the same thing or not? (‘I'll never forget the first time I…’ and ‘I remember my first/the first time I…’) Yes Which of these phrases would you use to begin to tell your memory? Which of these phrases would you use to give more details of your memory? Which of these phrases would you use to finish telling your memory? T asks students to organize the phrases in three categories: beginning, details and ending of a speech. T asks ss to mark the stress in the words: winter, police, remember, forget. T drills with students the sound of the Schwa /ə/ in these words.
T asks a student to read the instructions: Choose two or three ‘important firsts’ that you can remember. Tell your peers about these memories, following these questions: What happened? When and where did it happen? How old were you at the time? Who was with you? How did you feel before/after? Ss discuss their memories in breakout rooms, switching groups as much as the time allows. T conducts OCFB.
T conducts DEC following up on the productive stage. T writes on the screen samples of learners’ production and sets a task for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB.